Title: Grade 8 Mathematics --- Equivalent Expressions Using The Distributive Property
Authors:
1. Alyson Gorden
2. Jackie Cianciolo
Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
In order to teach successfully, especially in a high school math environment, propper standard benchmarks must be set. The benchmark in this lesson plan is for the students to be able to demonstrate conceptual understanding of equality. One main goal in this benchmark is for the students to be able to comprehend and perform the distributive property in all different situations. Also, all students should be able to distinguish the equivalence between two expressions. The last objective for the students, is to be able to correctly produce two equations that are equal in both the factored and expanded forms using the distributive property.
II. The Learning Environment
The environment in which students are placed in, can play a huge role in their success as a student, therefore a proper classroom set up is recommended. Although this classroom is quite boring and dull, the use of the over head projector and the way the teacher involves the whole class to help her use it, makes the classroom more interesting. By doing this, the students are more interested which can strengthen the effectiveness of the lesson. The room is set up witch all eyes on the overhead, there is not much color, or other focal points that can distract the student. The student's desks are clustered in groups, which can work as an effective resource when working collaboratively. The clips did not give a visual of the full classroom so not much more can be said, but it was obvious that this set up worked well for the age group it was dealing with.
In this ideal classroom, student participation is highly encouraged throughout all class topics, and not discouraged when student answers are incorrect. During lessons students are broken up into smaller units and then reunited to discuss and produce solutions that were established during group work. The teacher asks key question in order to provoke deeper thinking and create active class participation. The teacher will work hard to create an environment that encourages students cooperation and help them work together to complete a task. Create a comfortable setting that promotes partners not to be afraid to try new ways of answering problems. The teacher will give respect to all students as long as they are trying, as a way to teach the students to mimic that same respect for their peers.
III. The Learning Activities
It isn't the lesson that interests children, but rather how the instructor presents the information to them, that makes a difference. To start this lesson the teacher will ask questions relating to a sample problem he or she provides. Compare objective with a rectangle, something relevant to the students. Demonstrate how the sides are equal, just like the sample problem previously shown. When all students understand, move on to worksheets that reinforce these new ideas of equivalence. Have the students write in their own words, their understanding of the ditto, to make sure everyone is on the same page. Once the teacher has evaluated that all students comprehend the material, pass out the worksheet. First, make all students work individually ruling out any chance of a student being influenced by another students strategy. Next, move students into pairs and observe student work to make sure there is no misunderstanding. Ask all students to summarize their answers, and explain how they arrived to them. Select a few students to come up to the board and re-write their work. This step is important because it will clear up any confusion that a student might still have. For homework, have the students complete their worksheet that re-introduces the topics discussed in class, to give each student more practice.
IV. Assessment Strategies/Items
Assessments of the teachers work as well as the students work is necessary to determine if the teacher can move on or still needs to go over this topic more. If positive feedback is given, then the teacher realizes that it was a good lesson and may used it again next year. To asses this lesson, the teacher walks around the room to observe student progression individually and in groups. The teacher checks to see completion of the worksheet as well as accuracy in the answers by reading their summaries. When the homework is passed in the teacher can evaluate how successful the lesion was based on how successful they were with the three additional problems.
- alyson_gordenWatching this lesson opened my eyes to the real world of teaching math. So far I have only helped tutor my friends in high school with their math homework or studying for an up coming test, never actually taught a completely new topic. After viewing this i realized how much pre-work must go into creating a lesson in which engages, teaches, and challenges the students. For example, this teacher not only taught the lesson, but brought it to life with her examples and over head problems. She taught the students the benchmark, but then when even further by having them come up to the board to fill in part of the solution, as well as write down how they came to their conclusion. This assignment was extremely useful for me and has helped me realize that in order to teach a new topic, much thought and pre-work is needed. - jciancioloI now fully understand all of the aspects that are combined together to put into a lesson. I didn't realize how complex the actual lesson is. So much time and work is put into planning it and then teaching it. The teacher has to use life examples to try and demonstrate the concepts. In this lesson the teacher encouraged group work and working with problems on the board to challenge the students and figure out how well they are learning. Analyzing this lesson helped me see the time and effort that teachers have to put into teaching lessons and making sure their students understand the material.
Title: Grade 8 Mathematics --- Equivalent Expressions Using The Distributive Property
Authors:
1. Alyson Gorden2. Jackie Cianciolo
Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
In order to teach successfully, especially in a high school math environment, propper standard benchmarks must be set. The benchmark in this lesson plan is for the students to be able to demonstrate conceptual understanding of equality. One main goal in this benchmark is for the students to be able to comprehend and perform the distributive property in all different situations. Also, all students should be able to distinguish the equivalence between two expressions. The last objective for the students, is to be able to correctly produce two equations that are equal in both the factored and expanded forms using the distributive property.II. The Learning Environment
The environment in which students are placed in, can play a huge role in their success as a student, therefore a proper classroom set up is recommended. Although this classroom is quite boring and dull, the use of the over head projector and the way the teacher involves the whole class to help her use it, makes the classroom more interesting. By doing this, the students are more interested which can strengthen the effectiveness of the lesson. The room is set up witch all eyes on the overhead, there is not much color, or other focal points that can distract the student. The student's desks are clustered in groups, which can work as an effective resource when working collaboratively. The clips did not give a visual of the full classroom so not much more can be said, but it was obvious that this set up worked well for the age group it was dealing with.
In this ideal classroom, student participation is highly encouraged throughout all class topics, and not discouraged when student answers are incorrect. During lessons students are broken up into smaller units and then reunited to discuss and produce solutions that were established during group work. The teacher asks key question in order to provoke deeper thinking and create active class participation. The teacher will work hard to create an environment that encourages students cooperation and help them work together to complete a task. Create a comfortable setting that promotes partners not to be afraid to try new ways of answering problems. The teacher will give respect to all students as long as they are trying, as a way to teach the students to mimic that same respect for their peers.
III. The Learning Activities
It isn't the lesson that interests children, but rather how the instructor presents the information to them, that makes a difference. To start this lesson the teacher will ask questions relating to a sample problem he or she provides. Compare objective with a rectangle, something relevant to the students. Demonstrate how the sides are equal, just like the sample problem previously shown. When all students understand, move on to worksheets that reinforce these new ideas of equivalence. Have the students write in their own words, their understanding of the ditto, to make sure everyone is on the same page. Once the teacher has evaluated that all students comprehend the material, pass out the worksheet. First, make all students work individually ruling out any chance of a student being influenced by another students strategy. Next, move students into pairs and observe student work to make sure there is no misunderstanding. Ask all students to summarize their answers, and explain how they arrived to them. Select a few students to come up to the board and re-write their work. This step is important because it will clear up any confusion that a student might still have. For homework, have the students complete their worksheet that re-introduces the topics discussed in class, to give each student more practice.
IV. Assessment Strategies/Items
Assessments of the teachers work as well as the students work is necessary to determine if the teacher can move on or still needs to go over this topic more. If positive feedback is given, then the teacher realizes that it was a good lesson and may used it again next year. To asses this lesson, the teacher walks around the room to observe student progression individually and in groups. The teacher checks to see completion of the worksheet as well as accuracy in the answers by reading their summaries. When the homework is passed in the teacher can evaluate how successful the lesion was based on how successful they were with the three additional problems.
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SBLD EVAL JACKIE ALYSON